The aim of this study is to analyse the implementation of inclusive policies and practices in Ukrainian HEIs and to cluster them based on inclusivity levels. Data were collected from May to July 2025 using a structured questionnaire distributed via Google Forms to 821 respondents, including students, faculty, and administrative staff across various HEIs. A quantitative analysis of 34 closed-ended questions (Cronbach’s alpha = 0.944), followed by quartile-based cluster analysis using an aggregated inclusivity indicator (Pinc). The overall proportion of affirmative (“yes”) responses was 56.6%. Identified strengths include flexible learning formats, diverse methods for demonstrating knowledge, and quota systems for socially vulnerable groups. However, significant gaps exist in information accessibility for individuals with disabilities, faculty professional development in inclusive education, and the provision of adapted learning materials. Private and communal HEIs outperform state-owned institutions. Pedagogical HEIs lead with 67.1% of affirmative responses, followed by classical (59.7%), medical (55.2%), and technical (50.4%) institutions, reflecting sectoral differences. Clustering identified three groups based on inclusivity levels: low (Pinc ≤ 21), medium (21 < Pinc < 30), and high (Pinc≥ 30). These groups were influenced by funding, staff training, and monitoring systems. The findings justify targeted support for HEIs with low inclusivity scores and the dissemination of best practices from high-performing institutions. Policy priorities include increased funding for barrier-free environments and adapted materials, mandatory staff training, and national monitoring of inclusivity. Future research should develop longitudinal indicators and explore the impact of inclusive practices on the social integration and rehabilitation of veterans and displaced persons.
Learning English as a foreign language is a complex and challenging endeavour for many students worldwide, requiring the acquisition of multiple language skills. Moreover, success in language learning is determined by several factors, including the learners' learning motivations and perceptions of their competence. The purpose of this research is to examine the relationship between language learning motivation and perceived English language skills competence among tertiary students learning English. For this purpose, the English Language Learning Motivation and English Language Skills Usage Scales were administered to 229 students enrolled in the English preparatory class at a state university in Türkiye. The sample was selected via quota sampling. The research findings indicate that while gender and prior failure experience do not significantly affect language learning motivation and language skills, language proficiency levels and the medium of instruction do lead to notable differences in motivation and perceived competence in language skills. While the language levels of students are not directly related to motivation and perceived competence, it has been shown that both types of motivation, with intrinsic motivation being more effective, are significant predictors of self-efficacy perceptions regarding the use of English language skills. In conclusion, universities should implement programs that foster intrinsic motivation and highlight the importance of the English language. The study's findings are expected to provide guidance for English language instructors and administrators in English preparatory programs in similar settings to enhance language learners' efficacy beliefs and learning motivations.
The article is dedicated to analyzing the Ukrainian experience of teaching note-taking for consecutive interpreting, based on the course "Introduction to the Interpreter's Note-Taking" designed at the Mykola Lukash Translation and Interpreting Studies Department of the School of Foreign Languages at V. N. Karazin Kharkiv National University. The material for the research is provided by the textbook "Basics of the Interpreter's Note-Taking" that was written to accompany the above course. The relevance of the research is determined by the importance of note-taking as an essential part of the interpreters' training curriculum and the necessity to propose an efficient model of its teaching suitable for the Ukrainian market of educational services. Thus, the research pursues the double aim: (1) to define the concept of note-taking in regard to its history and modern state; (2) to compare our course in note-taking with foreign analogues in a broader framework of interpreters' training models. To achieve this aim, the study employs several qualitative analytical methods: (1) analysis and synthesis; (2) descriptive method; (3) comparative method. Note-taking is taught as an organic combination of four elements: (1) content analysis; (2) shortenings; (3) verticality; (4) symbols. The conducted research makes it possible to formulate the main differences in the Ukrainian and European approaches to teaching note-taking: (1) the students' level and (2) the degree of material detailing. It offers a new vision of note-taking as a didactic instrument that can be designed and utilized independently with respect to the specifics of a particular educational program.
Every learner has a distinct set of preferences that affect how they absorb new information. Some researchers argue that teaching tailored to each student's unique learning style yields better learning outcomes. However, these claims are not sufficiently supported by research data. The inconsistency of findings and the lack of consensus on this issue motivate us to conduct this experimental study. This study aimed to investigate whether there is a correlation between learning style, personality traits, and student achievement. Participants were 54 students from the Faculty of Computer Science and Engineering, St. Cyril and Methodius University in Skopje, RN. Macedonia. The research followed a quantitative research approach. The VARK and TIPI questionnaires are used to measure students' learning styles and personality traits, respectively. The results of these instruments are analyzed, and the correlational analysis with the students' learning outcomes (measured through the final exam) is conducted. The results show that there is no statistically significant effect of personality type on learning style on student performance, either when the analyses are carried out independently or in combination.
The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) instruction presents new opportunities and challenges. While research often focuses on student outcomes, teacher self-efficacy with these tools, particularly across different educational levels, remains underexplored. Addressing this gap, this study investigated the perceived AI self-efficacy of Indonesian EFL teachers at the primary, secondary, and tertiary levels using a sequential explanatory mixed-methods design. Initially, a quantitative survey (N = 150) using the AI Tool Teacher Self-Efficacy Scale (AIT-SES) was administered. Analysis revealed a distinct hierarchy, with tertiary-level teachers reporting the highest self-efficacy, followed by secondary and then primary teachers. Subsequent semi-structured interviews with a purposively selected sub-sample explored the reasons behind these differences, which are linked to factors like professional autonomy and divergent role demands. Qualitative findings suggest that teachers perceive self-efficacy as both a catalyst for pedagogical innovation and a tool for administrative efficiency. A mature form of efficacy also emerged, striking a balance between confidence and a critical awareness of AI's risks. Key influencing factors identified were direct mastery experiences, the quality of professional development, and Indonesia's national "Merdeka Belajar" policy, which serves as a significant top-down driver for technology adoption. The study concludes that fostering teacher AI self-efficacy requires more than just providing technology; it demands differentiated, practical training and professional environments that support teacher autonomy and innovation.
The paper investigates the normative aspect of AIED (Artificial Intelligence in Education) integration within Ukraine's system of higher education. While AI offers significant opportunities for enhancing teaching, learning, and academic support, its implementation also raises essential ethical and integrity-related concerns. The growing accessibility and sophistication of AI tools make them a game-changer in education, and necessitate their clear regulation at national and institutional levels. At the national level, Ukraine has introduced several key policy documents relevant to AI use in education. The authors provide an overview of these normative frameworks and outline key principles for the ethical use of AI in higher education. The study highlights the urgent need for coherent policies to ensure that AIED is used fairly.
Research on EFL teachers' language assessment literacy (LAL) and its reflection in their assessment practices remains relatively limited. The current research aims to seek answers to the questions: (1) How did the five EFL teachers perceive their LAL knowledge, skills, and principles in their assessment context? (2) How were these components reflected in their assessment practices? A qualitative case study approach, involving five experienced EFL teachers in an Indonesian university, was employed. The data were collected through two in-depth semi-structured interviews and an analysis of participants' assessment documents. The interviews and document analysis explored participants' LAL and their assessment practices. The assessment documents were analyzed using conventional content analysis to investigate participants' actual assessment practices. The findings indicated that the participants' perceived LAL was not fully manifested in their assessment practices within this departmental context. The participants in this particular institutional context demonstrated the strongest understanding of LAL principles, followed by the skills and knowledge components, which revealed tensions among these components. Regarding assessment practices, the participants demonstrated competence in using various types of assessments aligned with institutional policies. However, discrepancies were identified between their LAL and actual practices, which may be influenced by external factors. Implications for the participants' future professional development were discussed.
The purpose of this research is to explore the correlation between the teaching of IT students with AI technologies in the modern era and John Dewey's model of teaching from the recent past. The study employs a combination of descriptive and qualitative research methods to achieve its aim. The Scopus AI resource is used to explore the existing AI technologies. The study found that experiential learning correlates with the use of realistic simulations powered by AI, and that collaborative learning is linked to AI-powered tools. Critical thinking and problem-solving are closely associated with AI-based platforms, and learning by doing is closely tied to AI models. It has also been demonstrated that reflective thinking correlates with AI-driven feedback systems, lifelong learning is linked to AI-powered continuous learning platforms, and self-learning is closely tied to AI chatbots. The following points of intersection were defined: (1) Dewey delineates student-centered learning, which we see when using AI in education (through project-based learning); (2) Dewey's vision of the educational process as a two-way street echoes AI's ability to provide personalized and individualized education; (3) Dewey supported the idea of lifelong education that mirrors in the availability of AI platforms with a wide range of courses and resources that support lifelong learning and contribute to professional development of IT majors. AI has the potential to individualize instruction, facilitate experiential learning, and promote critical thinking skills among learners. It correlates with Dewey's beliefs in education as a process of active engagement, which can be relevant to the process of imparting knowledge in the AI era.
This study explores how civic engagement influences the development of professional communication and tolerance among prospective teachers. Employing a mixed-method approach, the research engaged 75 students from Ternopil Volodymyr Hnatiuk National Pedagogical University (TNPU) in the social project “You Can Give a Child a Celebration!” conducted between 2022 and 2023. Quantitative data from surveys and Pearson’s chi-square analysis revealed a strong correlation (r = 0.73, p < 0.05) between participation and improved communication skills, with 69% of participants expressing readiness for future involvement. Qualitative data from interviews and reflections indicated a 25% increase in tolerance levels, especially in interactions with children with special needs. These findings highlight the effectiveness of integrating civic engagement into teacher education to develop essential professional competencies. The study suggests that such initiatives can effectively bridge theoretical knowledge and practical skills in preparing educators.
The objective of this article is to examine the most effective and expedient methods for identifying instances of hidden machine translation (MT) usage by student translators in their translation assignments and examinations. Additionally, the article aims to propose a system of incentives to reduce students' reliance on MT. This initiative was prompted by the recognition that the advancement of students' translation proficiency necessitates the balanced development of both their technological competence and their creative abilities. Method. A mixed-methods study was conducted with 34 undergraduate philology students at the V.N. Karazin Kharkiv National University. The study was part of a course on legal translation. Throughout the semester, the students' translation assignments and examinations were evaluated using a computer program designed to identify indications of MT. The extent of MT was considered in the assessment of the aforementioned translations, using a scale developed specifically for this purpose. Findings. The results substantiate the assertion that the proposed methodology serves to curtail students' reliance on MT, while simultaneously fostering the growth of their creative abilities within the context of translation. By the conclusion of the semester, the proportion of matches between the majority of the students' target texts and their MT counterparts had decreased to levels typically observed in texts translated without the use of MT. Implications for Research and Practice. The proposed methodology has the potential to be employed in online translation courses with the objective of reducing students' reliance on MT. Further research could be conducted to investigate the applicability of this methodology in different educational settings.
Creativity is one of the top skills in today’s flat and global society, so creativity development should be one of the priority goals of education. In formal education, the effectiveness of creativity development significantly depends on teachers' beliefs about creativity. This study surveyed 394 Ukrainian teachers to explore their beliefs about creativity. The findings revealed that creativity development is insufficiently integrated into Ukrainian teacher education, with over one-third of respondents reporting no mention of creativity during their pre-service training. Although Ukrainian teachers reported high creative self-efficacy and expressed generally positive attitudes toward creativity and its development, they also demonstrated common misconceptions, such as underestimating the importance of usefulness as a criterion for a creative product and exhibiting a certain degree of Art Bias. Teachers' perceptions of creativity are influenced by gender, teaching subject, and work experience. Male teachers demonstrate less positive attitudes towards the ideas of fostering creativity compared to their female counterparts. Teachers of primary education and humanities subjects exhibit a higher interest in developing creativity than those in other disciplines. Additionally, educators with greater teaching experience tend to be more skeptical about initiatives aimed at promoting creativity. Our study revealed that participating in creativity training programs positively influences teacher creative self-efficacy; however, they have little or no impact on creativity beliefs and sharing common misconceptions. This finding highlights the importance of assessing the effectiveness of existing and future creativity training programs in altering teachers' creativity beliefs. Furthermore, there is a critical need to develop valid and reliable measures of teachers' creativity beliefs to consistently evaluate changes over time and determine the efficacy of such training programs.
Learning distractions, both internal and external, disrupt students’ focus and academic performance. Understanding these distractions is crucial for developing effective strategies to mitigate their effects and enhance learning outcomes for university students. Little literature is available on assessing students' learning distractions in Ethiopian universities. The current study aims to identify learning distractions of university students and their correlates using a multilevel regression analysis. A cross-sectional survey with a self-administered questionnaire, quantitative approach grounded in postpositivist and connectivism philosophies, is used to collect data from a sample of 1,380 students at the Addis Ababa Science and Technology University. The data are analyzed using SPSS version 27.0, Winsteps version 5.7.1.0, and R version 4.3.2. The multilevel model with random intercept and random-fixed slopes is used to analyze the learning distraction score of the students. The results show that the average learning distractions score is 33.70 out of 100, indicating moderate learning distraction levels among the students. Most (79.20%) students are in a good state, and 5.07% are academically resilient. About 15.44% of the students need help facing academic problems, and 0.29% require urgent university assistance due to early burnout. A significant portion (51.86%) of the variation in distraction score is due to differences between students’ years of stay at the university. Factors affecting learning distraction score include gender, age, income, time spent on social media, and academic resilience. Female students experience lower learning distraction as compared to males. Learning distraction score decreases with an increase in age. An increase in monthly income increases their learning distraction. Student learning distraction increases as the time spent on social media daily increases. Higher academic resilience reduces their distraction score. Interventions based on behavioral, cognitive, and social cognitive learning theories and self-regulated strategies are crucial for managing learning distractions at the university. The intervention may include well-planned training and awareness creation programs for the university students.
Social media, such as Facebook, is used not only as a communication tool but also as a space to maintain friendships and expand friend networks, particularly among adolescents. In response to this phenomenon, the current study investigates friendship dynamics among teenagers by analyzing the language used in their Facebook posts. To accomplish the objective of the study, a corpus analysis was employed to identify patterns of friendship expression. Data were collected using a Facebook feature called Virtual Advertising Operations (VAO), resulting in 1,243 posts related to the theme of relationships. Among these, the most prominent sub-theme was bonding and bridging with friendship as the primary topic. To analyze the data, we used categorization and the detection of textual information. The study underscores Facebook's importance as a key platform where youth build and strengthen friendships. Examining how they use language highlights themes like loyalty, emotional sharing, and social connection that shape their interactions on the platform. These insights emphasize that adolescents use Facebook not just to communicate but to actively shape and express their social relationships. The study also discusses implications for language education from social media content to cultivate students’ pragmatic competence and to provide meaningful and real-world communication practice. Future studies are encouraged to explore other modes of digital interaction, such as images and multimedia.
The main purpose of this research is to determine teachers' cognitive structures about the Metaverse. It is a descriptive research in a survey model. The research participants consist of 93 teachers working in public schools in the 2023-2024 academic year in Malatya, Türkiye. First, a stratified purposive sampling method was used to identify the types of schools according to the research questions. Then, convenience and snowball sampling methods were used to select the participants. The research data was collected using the word association test. Content analysis was used to analyse the research data. As a result, the themes of "form of Metaverse", "economic order", "evolution of the Internet", "Metaverse technology", "education", "possible dangers", "space", "social Metaverse" and "fallacy" were found. At the end of the research, it is recommended that studies be carried out to eliminate teachers' misconceptions and that Metaverse technologies be introduced into the education system in small steps.
This editorial addresses the evolving ethical challenges in scholarly publishing, particularly concerning artificial intelligence (AI), plagiarism, self-plagiarism, excessive self-citation, data fabrication, multiple submissions, and authorship practices. While AI can enhance research communication by refining language and improving efficiency, its misuse can affect transparency and accountability. Traditional threats, such as plagiarism, redundant publication, and citation manipulation, continue to weaken the credibility of research, while new risks are emerging from AI-generated content and fabricated findings. Drawing on guidance from COPE and major publishers, including Elsevier and Springer Nature, this article underscores the need for clear policies, transparent disclosure, and rigorous editorial review. It argues that research integrity depends on the shared responsibility of authors and editors, supported by both technological tools and critical human judgment. Preserving the credibility of scholarship requires not only firm measures against misconduct but also reinforcement of the core principles of integrity, transparency, validity, and accountability.
Today’s workforce is more interconnected because information technology and the Internet have transformed the workplace. Communicating clearly and effectively has never been more important than it is today. Life-changing critical judgments about writers are made solely on the basis of their writing abilities. Messages travel fast to distant locations, reaching massive audiences with minimal expense and effort. Companies tend to have a diverse workforce, and team members collaborate even when physically apart. In such a hyperconnected world, writing matters more than ever. Digital media require more written communication, and employees’ skills are always on display. As a result, employers seek workers with a broader range of skills and higher levels of knowledge in their field. Research indicates that many graduates enter the workforce with insufficient business skills. The University of Economics in Bratislava and Trnava University in Trnava are determined to contribute to an educated workforce prepared for a fast-paced global economy. Research employs both quantitative and qualitative methods. Student assignments were collected via Moodle, then briefly analysed and screened for AI use. Based on the outcomes of communicative language activities done in the courses in English for Specific Purposes and English for Academic Purposes, the paper aims to find out if 79 students made progress, considering their study results. Using a t-test, their pre-test and post-test results show that the differences are statistically significant. Findings have also revealed that while some students rely heavily on AI tools during writing, others do not. In practice, students need to be taught how to use them to avoid resorting to plagiarism. Future research should be focused on investigating what AI tools they use to help them improve their career prospects.
The article is dedicated to analyzing modern approaches to evaluating the work of researchers in Europe, with a focus on qualitative indicators that serve as alternatives to traditional quantitative metrics. This research topic was selected in response to the growing number of discussions surrounding the challenges of evaluating scientific work, as well as the rise of initiatives being implemented by leading institutions and universities worldwide. The study examines the impact of initiatives such as the Leiden Manifesto, the San Francisco Declaration on Research Assessment (DORA) of 2012, the Hong Kong Principles, and the Open Science Career Evaluation Matrix (OS-CAM), as well as the European Research Area (ERA), on the development of new criteria for assessing scientific research. Special attention is given to the role of open science and inclusivity in evaluation processes. Additionally, examples of practices adopted by leading European universities and the potential for adapting these approaches in Ukraine are explored. The article emphasizes the importance and promise of qualitative evaluation of research activity, encouraging a shift away from conventional quantitative practices toward more meaningful and impactful assessment methods. The empirical method was employed to collect and analyze relevant information, forming the foundation of the research. An analytical method was also used to identify the strengths and weaknesses of the proposed evaluation practices. Furthermore, a comparative method was applied to investigate the differences between the suggested practices and to assess the effectiveness of each one. As a result of the study, global and national trends in the evaluation of researchers' work were identified, and recommendations were developed for implementing best practices of qualitative evaluation in Ukraine's academic sphere. The findings can be useful for Ukrainian higher education institutions when introducing internal evaluation practices for academic staff, as well as for central executive authorities responsible for shaping state education policy and initiating relevant legislative changes.
This study focuses on the positive role of job crafting, which is basically adjusting practices to best suit the needs of the employee and the stakeholders. Specifically, in the educational sector, job crafting has been an under-researched area of inquiry; therefore, some of its effects and potential for positive interventions are still being reviewed. With the teaching environment constantly changing over time due to developments in technology and movement toward globalization in the United States, there have been requirements for teachers to job craft—that is, craft their jobs according to the demands of new roles. The following research explicates how job crafting could be regarded as one of the positive ways through which the well-being and motivation of teachers may be increased, impacting student outcomes positively in turn. It will explore how teachers perceive their roles and how job crafting is undertaken within schools. The literature shows that job crafting has positive results and that allowing educators some degree of autonomy and collaboration to meet new demands is essential and must be addressed in teacher education programs.
Science mapping was utilized in this systematic review of research to analyze the body of knowledge on soft skills for employability. The research review selected high impact articles, charted the "intellectual structure", and recorded the volume, development rate, and geographical spread of this literature. Forty-five English-language, Scopus-indexed documents that were published between 2013 and 2023 made up the database of this review. The review revealed that the documents on soft skills for employability has slightly grown over the recent years with an average of 6 documents published in each year of 2017 to 2021. The field was mostly dominated by scholars from Europe and Asia. Four "schools of thought" were identified through author co-citation analysis as the "intellectual structures” of soft skills for employability. These are: Soft Skill Development of Students, Employers’ Expectations on Graduates, Key Soft Skills, and Measuring Employability. Analysis of the document content resulted in the conclusion that there is a clear agreement in the literature that employability and career preparedness are difficult notions that cannot be simply defined, quantified, or put into practice. A significant gap between the demands of the actual world and our educational system in terms of soft skills has been determined. The research recommends "skillfying the syllabus" or "skillification" in order to guarantee that soft skills are taught in the curriculum.
The level of reliance on AI-Powered Writing Tools (AI-PWT) profoundly impacts the independent writing skill of English as Second Language (ESL) learners. The present study explores the familiarity and utility of two different types of AI -Powered Writing Tools (Independent Writing with AI editing assistance; Generative writing with AI assistance) among ESL health science graduates and to understand the role of these tools in shaping their independent writing skills. Method: The study adopted a survey technique to understand the knowledge, attitude and utility of AI-powered writing tools among 309 Health Science graduates from a South Indian private Medical University. Result: The findings showed the overall frequency distribution of the participants’ level of knowledge had a higher score range of 14-20 in 213 (68.9%) samples. Although 215 (70%) were familiar on using AI-PWT to improve vocabulary and grammar, around 17-19 % were uncertain about receiving real-time writing feedback to optimize the content. 199 (64%) expressed a positive perspective in using AI-PWT. Around 214 (69.3 %) took assistance from AI-PWT for generative writing purposes than revising the independently written content. In practice, only 64 (20.7 %) received feedback to refine the vocabulary and 60 (19.4%) to revise grammar, indicating an inclination for more generative writing with AI utility than Independent Writing with editing assistance. Conclusion: AI-Powered Writing Tools are well-recognised and powerful writing assistance to help students with their academic writing. However, relying on these tools only for generative purposes could significantly affect independent writing. The study insists on the need for teacher-guided assistance to train students to adopt the right tool that could best serve as a collaborative writing assistant adhering to the ethics.
